Curriculum Vitae

Amy Ann Latawiec
41847 Betley Drive
Sterling Heights, MI 48313
(313) 717-6251


Wayne State University, Detroit MI

PhD in English (Rhetoric and Composition) 2016

Wayne State University, Detroit MI

MA in English 2014

Wayne State University, Detroit MI

BA in English 2008

Dissertation: Self-Directed Learning and the Development of Self-Efficacy in Basic Writing

A qualitative teacher-research study designed to gauge whether and how pedagogy geared toward the development of students’ own personal learning objectives for the basic writing classroom increases the development of student self-efficacy.


  • Basic Writing theory and pedagogy
  • Knowledge Transfer (specifically in at-risk populations)
  • Learning theories
  • Research methods (mixed, qualitative, quantitative, longitudinal)
  • Writing Program Assessment


Writing Technologies                           Seminar in Composition: Writing Program Assessment
Discourse Analysis                              The Teaching of Writing
The History of Composition                Writing in Multiple Settings: Service Learning Pedagogies
Rhetorical Theory                                Seminar in Composition: Digital Interfaces and Infrastructures


“Student-Centered and Self-Directed: Operationalizing the Habits of Mind”

This project seeks to concretize a long-standing term in composition pedagogy – student-centered learning – through the use of self-directed teaching strategies. The article argues that self-directed learning theory is largely absent from Composition pedagogy despite its close connection with the Habits of Mind which, in recent years, writing teachers frequently look to for best practices in the classroom. This manuscript will be submitted for consideration in the journal Writing on the Edge in May 2017.

“Motivation, Engagement, and Transfer: Collaboration across the Composition Sequence”

This co-authored project collected data through two semesters of basic writing and first-year writing. This project uses field notes and students’ reflective writing to examine whether and how students valued collaboration between two composition courses. This project also evaluates the reflective argument – a genre of writing used to assess student learning programmatically – to determine whether and how it is useful to gauge students’ perceptions of a course focused on collaborative learning.


ENG 3050: Technical Communication (3 sections total; 24 students per) Winter 2016 (online sections)

ENG 1020: Introduction to College Writing (8 sections total)

  • ENG 1020: Rhetoric, Research, and Reflection (3 sections; 24 students per) Fall 2015
  • ENG 1020: Inquiry, Composition, and Reflection (1 section, 24 students). Summer 2012
  • ENG 1020: The Rhetorical Toolbox. (4 Sections, 24 students per). Winter 2010-Fall 2011

ENG 1010: Basic Writing (25 sections total)

  • ENG 1010: (WSU Athletics Bridge program) Summer 2015; Summer 2016
  • ENG 1010: Basic Writing in Digital Environments (8 sections, 22 students per). Winter 2013-Spring/Summer 2013; Fall 2014; January 2015
  • ENG 1010/0500: Basic Writing APEX Bridge Program (2 sections, 24 students per). Summer 2013; Summer 2014
  • ENG 1010: Basic Writing. (13 sections, 22 students per). Fall 2011-Winter 2015; Fall 2016

Hybrid ENG 1010/ENG 1020: Collaborative Service Learning (2 sections, 22 students per) Winter 2014; Fall 2014

Writing Center Tutor. Wayne State University Writing Center. Fall 2009-Summer 2010.


Wayne State English Department Excellence in Teaching Writing Award

Humanities Center Working Group: Composition Learning Communities
Fall 2013; Fall 2014

Dorette Burke Sheill Endowed Memorial Scholarship
Winter 2013

Graduate Teaching Assistantship – Wayne State University
Fall 2009-2013


CWPA – Council of Writing Program Administrators 2013-current
MLA – Modern Language Association 2013-2015
NCTE – National Council of Teachers of English 2011-current
CCC – College Composition and Communication 2010-current


Writing in the Humanities (Intermediate Writing) – AY 15-16
Member of task-force charged with the development of curriculum (learning objectives; genres; assignment sequences; common syllabi) for a new Intermediate writing course focused on training students for writing within Humanities fields.

ENG 1010 (Basic Writing) – AY 2013-15
2013: Development, training, and implementation of required genres and learning objectives for all sections of Basic Writing.

2014-15: Member of task force charged with the development and implementation of assignment sequence/curricular guidelines for Basic Writing in order to distinguish identity of the course within the general education Composition sequence (course genres, learning outcomes, and objectives).

2016-17: Chair of task force leading the development of a comprehensive teaching manual for instructors of ENG 1010: Basic Writing; overseeing research and implementation of pilot programs for ALP/Stretch instruction at Wayne State

ENG 1020 (Intro to College Writing) – AY 14-15
Member of task force charged with development and implementation of assignment sequence/curricular guidelines for First Year Writing in order to distinguish identity of the course within the general education Composition sequence (course genres; assignment sequence; learning outcomes; objectives).


Composition Learning Community (Coordinator) – August 2015-August 2016
Responsible for the Composition program learning community’s involvement in campus-wide training and outreach events; organizing all Composition learning community meetings and trainings; representing the Composition program in campus-wide leadership training; supervisor for all student work assignments within the learning community

Composition Executive Committee – January 2015 – current
Member of primary administrative committee overseeing the direction of the Composition program and all other composition subcommittees.

Composition Curriculum Committee – August 2011 – May 2015
Revision and development of teaching materials for Graduate student instructors; planning and implementing department-wide teaching workshops; revising common syllabi; authoring custom textbook material for undergraduate general education courses

Composition Assessment Committee – February 2012 – current
Facilitating student and instructor focus groups for assessment projects in First Year Writing and Basic Writing; developing and revising assessment tools including surveys and assessment rubrics; portfolio assessment of Basic Writing and First-Year Writing (programmatic level)

APEX development workshops – April-June 2012; April-June 2013
Assisted in developing curriculum for WSU APEX summer bridge program

Mentoring Committee – September 2010 – August 2011; February 2015 – current
Assisted in developing a mentoring program for Graduate Teaching Assistants in AY 10-11; Mentoring GTAs in their instruction of First-Year and Basic Writing; formal and informal teaching evaluations of GTAs


Teaching with the PLO
October 2016

Peer Review: Practice and theory
October 2015

Developing a Peer Mentoring Program and Composition Learning Community
January 2015

Teaching the Portfolio: What, Why, How
February 2013

Developing Custom Texbook Content
December 2012

Strategies for reading and grading student work in ENG 1010
August 2012

Portfolio teaching, Reflection, and Metacognition
August 2012

Portfolio Teaching and Assessment
December 2011

Strategies for the Teaching of English 1020
September 2011


“’What’s SRL got to do with it?:’ Strategies and Tools for Self-Regulation in the Writing Classroom” CCCC: Conference on College Composition and Communication. Portland, Oregon. (Upcoming) March 15-18, 2017.

“’What’s SRL Got to do with it?:’ Strategies for Self-Regulation in the Writing Classroom” Wayne State Teaching of Writing Conference. Detroit, MI. September 10, 2016

“How to Hold a Slippery Fish: Methodological Challenges and Solutions for Studying Student Dispositions” CCCC: Conference on College Composition and Communication. Houston, Texas. April 6-9, 2016.

“A Composition Learning Community: Cultivating Collaboration, Connections, and Culture at WSU” Michigan Council of Teachers of English (MCTE). East Lansing, Michigan. October 30, 2015.

“Building Sturdy Bridges from Basic Writing to First Year Composition: How Can Assessment and Peer Mentoring be Useful Tools in Program Development?” Council of Writing Program Administrators (CWPA). Boise, Idaho. July 12-19, 2015.

“Who’s Being Assessed, Here? Challenging the Discourses of Accountability.” Council of Writing Program Administrators (CWPA).  Normal, Illinois. July 17-20, 2014

“Assessment, Integrated Student Services, and Curricular Change: Forging the Trifecta of Student Development.” CCCC: Conference on College Composition and Communication. Indianapolis, IN. March 2014

“Foster Student Self-Efficacy through Personal Learning Objectives.” Vulnerable Times – MLA: Modern Language Association. Chicago, IL. January 2014.

“Transforming the Future of English: Knowledge Transfer across the Composition Curriculum.” NCTE: National Council of Teachers of English. Boston, MA. November 21-24, 2013.

“Fostering Self-Efficacy: Basic Writers and the Transformation of Knowledge.” Council of Writing Program Administrators (CWPA). Georgia Southern University July 14-22, 2013

“Lateral Transfer in Basic Composition: Making Connections” The Public Work of Composition CCCC: Conference on College Composition and Communication. Las Vegas, NV. March 2013

Presentation of preliminary dissertation data analysis. Qualitative Research Network.
CCCC: Conference on College Composition and Communication. Las Vegas, NV.  March 2013

“Making Connections: Lateral Transfer in Basic Writing” Dream. Connect. Ignite! – NCTE: National Council of Teachers of English. Las Vegas, NV. November 16, 2012

“Pinterest and Other Tools for Self-Efficacy in the Classroom” What is Composing Today? How do people learn/teach it? – WIDE-EMU Unconference East Lansing, MI. October 20, 2012. “Personal Power in Learning: Developing Pedagogical Practice for Facilitating Individual Student Learning Transfer” Policy, Practice, and Power: Upholding Our Convictions in Demanding Time. – Michigan Council of Teachers of English. East Lansing, MI. October 19, 2012

“L2 Students as Writers and Readers” (#1724)
Panel chair. Conference on College Composition and Communication St. Louis, MO. March 2012

“Precarious Pedagogy: The Risks (and Payoffs) of Atypical Technology Use in the Composition Classroom” Risks and Opportunities – Michigan College English Association
Dearborn, MI. October 14, 2011


Gwen Gorzelsky
Executive Director of The Institute for Learning and Teaching
Colorado State University

Jeff Pruchnic
Associate Professor of English and Director of Composition
Wayne State University

Dana Driscoll
Associate Professor of English
Indiana University of Pennsylvania

Adrienne Jankens
Senior Lecturer and Composition Program Mentoring Committee Chair
Wayne State Univeristy